Fluent Essays

InstructionsThe goal of this week’s assignment is to help you start thinking about quantitative research as a methodology for your own dissertation. The first part of the assignment is a personal reflection, the second part of the assignment will help you become familiar with the basic parts of a quantitative dissertation you should begin thinking about, and the third part helps you to begin thinking through how quantitative dissertations are set up at NCU.The first part of this assignment is a personal reflection. In one page, reflect on what led you to an interest in conducting quantitative research in education. Indicate why quantitative research is of more interest to you or better matches your skill set than qualitative research. Discuss why quantitative methods align with what you hope to contribute to the field of education with your research. Describe any fears or reservations you have about embarking on a quantitative research journey with your upcoming dissertation.For each of the three dissertations attached, identify the following:Describe the problem that drives the study, in one clear sentence.Indicate the purpose of the study, in one clear sentence.List the research questions.List any hypotheses included.Describe the methodology and design in two to three brief sentences.Respond to the following questions in one page:NCU dissertations use one clear declarative sentence to drive the problem statement. This single problem sentence must be supported by a current source.Why is it important to be able to articulate the entire problem that drives a study in one clear sentence?Why is it important to support this statement with a current source?The purpose statement must align with the problem statement, meaning it will use the same key terms and be focused on the same exact issue. Alignment can be a real challenge for beginning researchers.What are some ways you can make sure that the purpose you identify in your research is aligned with the problem you have identified? (Example: One tip is that you could highlight the same key terms occurring in your problem and purpose statements. What other tips can you think of?)It can be a challenge to create clear research questions that directly address the problem and purpose of the study, without introducing new ideas or straying off track.What are some ways that you will be sure your research questions directly aligned with your problem and purpose statements in your research?What are some aspects of this that you think might be challenging for newer researchers?Finally, how and why do the research questions drive the selection of the methodology and design for a study?Length: 3 pages in total, not including title pageReferences: No references are required for this assignment, though any references used should be cited and referencedYour responses should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect graduate-level writing and APA standards. dissertation_2.pdf dissertation_3.pdf dissertation_1.pdf Unformatted Attachment Preview A Correlational Study on Interactive Technology Use and Student Persistence In eLearning Classes at an Online University Dissertation Manuscript Submitted to Northcentral University School of Education in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY by Carol T Edwards San Diego, California October 2017      ProQuest Number: 10641768    All rights reserved   INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.        ProQuest 10641768 Published by ProQuest LLC (2017 ). Copyright of the Dissertation is held by the Author.  All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code Microform Edition © ProQuest LLC.   ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, MI 48106 - 1346 Approval Page A Correlational Study on Interactive Technology Use and Student Persistence In eLearning Classes at an Online University By Carol T Edwards Approved by: Chair: Dr. Carrie Lloyd, Ph.D. Date Certified by: 12/4/2017 Date Dean of School: Dr. John Neal, Ed.D. ii Abstract The increase in enrollments in online courses in higher education have led to a corresponding decrease in student persistence. Educators in an effort to increase student persistence have included interactive technologies in some of their courses. However, there was no empirical evidence on whether the use of interactive technology in on online course could have any influence on student persistence and student engagement. This quantitative study was conducted to determine whether the use of interactive technology in the curriculum could influence student persistence rates. Student archival data collected for two terms from a specific school at an online university was used as the sample. A Technology Acceptance Model questionnaire was sent to faculty to measure the use or non-use of interactive technology in the courses. Pearson’s correlation was used to determine the relationship between the variables, while a One-Way ANOVA was used to test for significance. The results revealed a moderately positive relationship between student persistence rates and student engagement, a negative relationship between Interactive Technology Use and student engagement, a negative relationship between Interactive Technology use and student persistence, and no statistical significance in the persistence rates of students in courses that used interactive technology and courses that did not use interactive technology. The findings suggest the possibility that too much interactive technology in the online classroom could decease student satisfaction, student engagement, and student persistence. Future research could empirically test whether the amount and type of interactive technology used in the course has any influence on student persistence. iii Acknowledgements I thank God for being with me each step of the way during this journey. I could not have made it without the help of my Lord. The road was indeed long and there were many storms but there were also sunny skies. I am thankful to my committee members, Dr. Linda Collins, Dr. Michael Shriner, and Dr. Carrie Lloyd for taking the time to provide detailed feedback and supportive comments. To my dissertation chair, Dr. Carrie Lloyd, special thanks for her belief in me, her support, and for recommending the Academic Coaching Team as an additional support group. To my wonderful Academic Coaching Team members Dr. Sara Northern, and Dr. Howard Bashinski, thank you for your encouragement, editing help, and for our brainstorming sessions. Thanks to David Smith who gave me the nudge to begin this journey, and to Dr. Dawn Giannoni and Dr. Thomas Boyd for the encouragement, additional tips, and suggestions. This acknowledgement would not be complete if I did not mention my awesome family, friends, and colleagues. To my dearest Evelyn and my loving immediate family, thank you for your loving support. You deserve the accolades for your many sacrifices, understanding of the late nights, and long hours. To the rest of my family, thank you for the motivational verses, the listening ears, the prayers, and for your love. I am truly blessed to have you all enriching my life. iv Table of Contents Chapter 1: Introduction ................................................................................................................... 1 Statement of the Problem .......................................................................................................... 5 Purpose of the Study ................................................................................................................. 6 Theoretical/Conceptual Framework.......................................................................................... 7 Nature of the Study ................................................................................................................... 9 Research Questions ................................................................................................................. 11 Hypotheses .............................................................................................................................. 11 Significance of the Study ........................................................................................................ 12 Definitions of Key Terms ....................................................................................................... 13 Summary ................................................................................................................................. 15 Chapter 2: Literature Review ........................................................................................................ 17 The Composition of Higher Education ................................................................................... 18 Comparing Traditional and Non-Traditional Classrooms ...................................................... 19 The Learning Management System ........................................................................................ 20 Interaction with Online, Hybrid, and Traditional courses ...................................................... 22 E-Learning .............................................................................................................................. 22 The Effect of E-Learning on Higher Education ...................................................................... 25 Interactive Technology and Persistence.................................................................................. 26 The Evolution of E-Learning .................................................................................................. 27 Historical Perspective of Interactive Technologies ................................................................ 31 Pros and Cons of Web based technology................................................................................ 33 Student Satisfaction and Engagement ..................................................................................... 34 Persistence............................................................................................................................... 36 The Community of Inquiry Framework .................................................................................. 39 Teaching Presence, Social Presence, Cognitive Presence ...................................................... 39 Indicators of Technology Acceptance .................................................................................... 40 Documentation ........................................................................................................................ 41 Theoretical/Conceptual Framework........................................................................................ 42 Historical Background of Theories ......................................................................................... 42 Theory of Student Success ...................................................................................................... 43 Overview of the Major Learning Theories ............................................................................. 49 Behaviorism ............................................................................................................................ 50 Behaviorism and Learning ...................................................................................................... 53 Cognitivism and Learning....................................................................................................... 53 Constructivism and Learning .................................................................................................. 53 Summary ................................................................................................................................. 57 Chapter 3: Research Method ......................................................................................................... 60 Research Methodology and Design ........................................................................................ 61 Population and Sample ........................................................................................................... 64 v Materials/Instrumentation ....................................................................................................... 66 Operational Definitions of Variables ...................................................................................... 68 Study Procedures .................................................................................................................... 69 Data Collection and Analysis.................................................................................................. 70 Assumptions............................................................................................................................ 71 Limitations .............................................................................................................................. 72 Delimitations ........................................................................................................................... 72 Ethical Assurances .................................................................................................................. 73 Summary ................................................................................................................................. 74 Chapter 4: Findings ....................................................................................................................... 75 Validity and Reliability of the Data ........................................................................................ 76 Results ..................................................................................................................................... 78 Evaluation of the Findings ...................................................................................................... 84 Summary ................................................................................................................................. 89 Chapter 5: Implications, Recommendations, and Conclusions .................................................... 91 Implications............................................................................................................................. 94 Recommendations for Practice ............................................................................................. 100 Recommendations for Future Research ................................................................................ 101 Conclusions ........................................................................................................................... 103 References ................................................................................................................................... 105 Appendices .................................................................................................................................. 113 Appendix A Questionnaire ......................................................................................................... 114 Appendix B Pearson’s Correlation ............................................................................................. 115 Appendix C One-Way Analysis of Variance (ANOVA) ............................................................ 116 Appendix D1 Results of TAM Survey Q1 .................................................................................. 117 Appendix D2 Results of TAM Survey Q2 .................................................................................. 118 Appendix D3 Results of TAM Survey Q3 .................................................................................. 119 Appendix D4 Results of TAM Survey Q4 .................................................................................. 120 Appendix D5 Results of TAM Survey Q5 .................................................................................. 121 Appendix D6 Results of TAM Survey Q6 .................................................................................. 122 Appendix D7 Results of TAM Survey Q7 .................................................................................. 123 Appendix D8 Results of TAM Survey Q8 .................................................................................. 124 Appendix D9 Results of TAM Survey Q9 .................................................................................. 125 Appendix D10 Results of TAM Survey Q10 .............................................................................. 126 Appendix E1 Permission to Use TAM Instrument – Professor Fred Davis ............................... 127 Appendix E2 Permission to Use TAM Instrument – Professor Fred Davis Credentials ............ 128 Appendix E3 Permission to Use TAM Instrument –Email to Professor V. Venkatesh ............. 129 Appendix E4 Permission to Use TAM Instrument –Response from Professor V. Venkatesh ... 130 Appendix E5 Permission to Use TAM Instrument and Content–Professor V. Venkatesh ......... 131 Appendix F Levene’s Test for Equality of Variances ................................................................ 132 vi Appendix G Welch Test for Equality of Means ......................................................................... 133 vii List of Tables Table 1. Descriptive Statistics on Faculty Acceptance of Interactive Technology ........................79 Table 2. Descriptive Statistics of the Acceptance of Interactive Technology ................................80 Table 3. Technology Use and Student Engagement Correlation...................................................81 Table 4. Student persistence and Student Engagement correlation ..............................................82 viii 1 Chapter 1: Introduction Student persistence is a pervasive issue in higher education and in e-Learning programs at institutions of online education (Curran, 2013; Fincher, 2010; Sutton, 2014). Student persistence is a term widely used in post-secondary education and indicates the intent of students to continue their program of study (Hart, 2014). Many studies focused on the failure of the student to persist, examining the lack of persistence from the students’ view point (Boston, Ice, & Gibson, 2011; Chen, 2012; Croxton, 2014; Daher & Lazarevic, 2014, de la Varre, Irvin, Jordan, Hannum, & Framer, 2014; Tinto, 1975). Other studies investigated the cause of student persistence from the institutional point of view, naming this viewpoint student retention, which is the ability of an institution to retain a student in a program of study (Bailie, 2014; Curran 2013; Flincher, 2010; Haydarov, Moxley, & Anderson, 2013). Despite the disagreement in the terminology, researchers agreed that student persistence has a negative effect on the social, economic, and academic presence of institutions of higher education at the institutional level and in the community (Boston et al., 2011; Croxton, 2014; Daspit & D’Souza, 2012; Hart, 2014; Tinto, 1975, 1987). While student persistence is an issue at all institutions of higher education, student persistence in online programs is much lower than that of the traditional programs in higher education and deserves greater attention from university administration and faculty members (Haydarov et al., 2013; Mingjie & Peiji, 2015; Sutton, 2014). Studies indicated that the rapid increase in online course enrollments in higher education was a contributing factor to the low persistence rates in online programs (Hart, 2014; Haydarov et al., 2013; Huang & Nakazawa, 2010). During the (2008-2009) term in the United States, 5.5 million Higher education students took at least one online course (Haydarov et al., 2013; Sinclair, 2012). In 2010, the number of students who participated in at least one online course in 2 the United States was 6.4 million, accounting for 31.3\% of all enrollments and registered students (Boston et al., 2011; Mingjie & Peiji, 2015). While in the 2012 fall semester over 6.7 million students participated in at least one online course (Croxton, 2014). However, 50\% to 75\% of the online higher education students who enrolled in online courses or programs failed to persist in the furtherance of their studies (Croxton, 2014). While, in traditional classrooms, 20\% to 25\% of the students failed to persist in their educational studies by the end of the freshman year (Chen, 2012). The persistence rate of students in online courses was 10\% to 20\% lower than that of students in traditional courses (Hart, 2014). While rapid enrollments were purported to be one of the factors contributing to student persistence in online courses, the student demographics were also a contributing factor (Boston et al., 2011; Haydarov et al., 2013). The traditional age students were generally between the ages of 18 to 24, many having recently graduated high school to migrate to college life (Boston et al., 2011; Haydarov et al., 2013). While the non-traditional online student was a more mature student whose age was typically above 24 years and who was unable to attend a traditional class due to life and work constraints (Boston et al., 2011). The online enrollments customarily included non-traditional learners such as adult learners with family obligations, military students, and professional workers (Boston et al., 2011; Haydarov et al., 2013). The online adult learner may make the informed decision to drop a class due to the pressures of work or life, opting to take the online class at a later time, thus contributing to the escalation of the persistence issue (Boston et al., 2011; Curran, 2013; Haydarov et al., 2013). Background Student persistence has been a pressing issue in institutions of higher education with formal research and documentation as early as the 1800s; however, the discovered 3 documentation on the student persistence issue was relevant to on-ground institutions (Boston et al., 2011; Haydarov et al., 2013; Johnson, Cascio, & Massiah, 2014). Research into the student persistence phenomena in higher education in on-ground institutions continued throughout the 1800s with additional documentation on persistence in the 1900s (Boston et al., 2011). While, the early research focused on on-ground institutions, later research in the early 2000s included online programs (Boston et al., 2011; Haydarov et al., 2013; Johnson et al., 2014). Because of the rapid growth of online programs whic ... Purchase answer to see full attachment